Scheme of Examination and

Courses of Reading for B.Com. (Programme)

SEMESTER-I

SCHOOL OFOPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.Com. (Programme) Course from 2020-21 onwards
 B.Com. (Prog.) SEMESTER – I

CORE-COURSE

1. Financial Accounting
2. Business Organisation and Management
(Compulsory)

ABILITY
ABILITY ENHANCEMENT
ENHANCEMENT COMPULSORY COURSE (AECC)
COMPULSORY COURSE (AECC)
Environmental Science OR
Communication (Any one out of the four given below)
English A/B/C
Hindi
Tamil A/B
Urdu A/B/C
ENGLISH / MIL
English Language Through Literature
80% & above in class XII
English Fluency
-60%-79% in class XII
English Proficiency
Below 60% in class XII
In case student has not studied English in Class XII,
following criteria is to be followed:
Up to Class X – Eng. Fluency
Up to Class VIII – Eng. Proficiency
10% relaxation in English marks for students who have English as as
elective subject in class XII
A- for students who studied subject upto XII
B- for students who studied subject upto X
C- for students who studied subject upto VIII
Hindi: A/B/C
Hindi A: Aadhunik Bharatiya Bhasha- Hindi: Bhasha Aur Sahitya
Hindi B: Aadhunik Bharatiya Bhasha- Hindi: Bhasha Aur Sahitya
Hindi C: Aadhunik Bharatiya Bhasha- Hindi: Bhasha Aur Sahitya
Punjabi: A/B/C
Punjabi A: Punjabi Novel, Drama, and Functional Punjabi
Punjabi B: Modern Punjabi Prose and Functional Punjabi
Punjabi C: Punjabi Folk-Drama and Functional Punjabi
Tamil:
Business Communication (Tamil)
Urdu: A/B/C
Urdu A: Study of Modern Urdu Prose and Poetry – I
Urdu B: Study of Modern Urdu Prose and Poetry – II
Urdu -C : Urdu Nisab - I
In Lieu of MIL : (Any one out of two given below)
Economics: Principles of Microeconomics – I
Political Science: Introduction to Political Theory
 1. FINANCIAL ACCOUNTING

Course Statement
This course provides conceptual knowledge of financial accounting and provides
knowledge about the techniques for preparing accounts in different type of business
organisations.

Course Learning Outcomes

After completing the course, the student shall be able to:
CO1: build an understanding of theoretical framework of accounting and be able to prepare
financial statements.
CO2: explain and determine depreciation and inventory value
CO3: develop understanding of accounting for hire purchase transactions and lease
transactions
CO4: understand branch and departmental accounting
CO5: develop the skill of preparation of trading and profit and loss account and balance
sheet using computerized accounting or prepare accounts for dissolution of a partnership
firm

Course Contents

Unit I: Introduction
Conceptual Framework: Accounting principle, Concepts and Conventions, Introduction to
Accounting Standards and Indian Accounting Standards (AS & Ind AS) Accounting
Process: Journal, ledger, Trial Balance, Financial Statements (overview)Capital
Expenditure (and Receipts), Revenue Expenditure (and Receipts) and Deferred Revenue
Expenditure (overview) Preparation of Financial Statements of a profit making sole
proprietorship trading firm with additional information. Preparation of Financial
Statements of a not for profit organisations.

Unit II: Depreciation accounting and inventory valuation

Accounting for Plant Property and Equipment & Depreciation: Meaning of Depreciation,
Depletion and Amortization, Objective and Methods of depreciation (Straight line,
Diminishing Balance), Change of Method, Inventory Valuation: Meaning, Significance of
Inventory Valuation, Inventory Record System-Periodic and Perpetual, Methods of
Inventory Valuation-FIFO, LIFO and Weighted Average,

(Relevant accounting Standards as applicable).

1
Unit III: Accounting for hire purchase and lease transactions
Hire Purchase Accounting: Calculation of Interest, Partial and Full Repossession, profit
Computation (Stock & Debtors System only) Lease Transactions: Concept, Classification of
leases – an overview

(Relevant accounting Standards as applicable).

Unit IV: Branch and departmental accounting

Accounting for Branches (excluding foreign branches): Dependent branches (‘Debtors
system’ and ‘Stock & debtors System’).
Departmental Accounting: Concept, Type of departments, basis of allocation of
departmental expenses, Methods of departmental accounting (excluding memorandum
stock and memorandum mark-up account method).

Unit V: Computerized accounting system

Practical lab
Computerized Accounting System: Computerized accounts by using any popular
accounting software: Creating a company; Configure and Features settings; Creating
Accounting Ledgers and Groups, Creating Stock Items and Groups; Vouchers Entry;
Generating Reports – Cash Book, Ledger Accounts, Trial Balance, Profit and Loss
Account, Balance Sheet, Funds Flow Statement, Cash Flow Statement, Selecting and
Shutting a Company; Backup and Restore of Data of a Company.
OR
Unit V: Accounting for partnership firm
Partnership accounts: Fundamentals, Admission, Retirement and Death of a partner (only an
overview)
Accounting for Dissolution of Partnership Firm: Dissolution of Partnership Firm including
Insolvency of partners (excluding sale to a limited company), Gradual realization of assets
and piecemeal payment of liabilities.
(This is an option in lieu of Computerized Accounting System)

Notes
 Latest Accounting Standards to be followed.
 There shall be 4 credit hours for lectures + one credit hour (Two Practical Periods per
week per batch) for practical lab + one credit hour for tutorials (per group).
 Examination scheme for computerized accounting system – Practical for 20 marks.
The practical exam will be of one hour.
 Theory external exam shall carry 75 marks and will be of 3 hours if (unit 5) Accounting
for partnership firms is opted and for the students who opt for computerized accounting
(Unit 5), theory external exam shall carry 55 marks and will be of 2½ hours.

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References
 Goyal, Bhushan Kumar. Basic Financial Accounting, Taxmann, New Delhi.
 Lal, Jawahar, Seema Srivastava & Shivani Abrol. Financial Accounting Text and
problems, Himalaya Publishing House, New Delhi.+
 Lt Bhupinder, Principles of Financial Accounting, Cengage
 Monga, J. R. Financial Accounting: concept and Applications. Mayur publication,
New Delhi
 Sehgal, Ashok & Sehgal Deepak. Fundamentals of Financial Accounting. Taxmann,
New Delhi.

Additional Resources
 Charles, T Horngren, Gart L. Sundem, John A Elliot and Donna R. Philbrick.
Introduction to Financial Accounting, Pearson.
 Leonardo, A. Robinson, James R. Qanis, C. Wayne Alderman, Accounting
Information Systems: A cycle Approach. Publisher Wiley.
 Marshall, B Romney and Paul, John Steinbart, Accounting Information Systems,
Pearson Education Limited.
 Robert, L. Hurt, Accounting Information Systems: Basic Concepts and Current Issues,
McGraw Hill.

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 2. BUSINESS ORGANISATION AND MANAGEMENT

Course Objective
The objective of this course is to develop an understanding about functions of management
and challenges faced by management and organisations with changing dynamics.

Course Learning Outcomes

After completing the course, the student shall be able to:
CO1: understand dynamics of business organisations and management practices with respect
to stakeholders.
CO2: understand varied perspectives related to business environment and entrepreneurship.
CO3: analyze how organisations adapt to an uncertain environment and decipher decision
making techniques managers use to influence and control the internal environment.
CO4: analyze the relationship amongst functions of management i.e. planning, organizing,
directing and controlling.
CO5: appreciate the change in working pattern of modern organisations.

Course Contents
Unit I: Introduction to Business Organisations and Management
Meaning and role of organisations and management in our lives; Relationship between
organisation and management; Overview of functions of management; Multiple
perspectives of business organisations- Consumers, Employees, Entrepreneurs,
Community/Society at large; Perspective as a student & researcher- underlying disciplines;
Ownership forms; Business formats- Brick & Mortar; Click; Brick & Click; Franchising
location & scale- local, national, global; Micro, small, medium and large.

Unit II: Business Environment and Entrepreneurship

Meaning, layers (micro/immediate, meso/intermediate, macro and international),
characteristics of business friendly environment; Ideals of business ethics, social
responsibility and conscientious commerce; Business and social entrepreneurship as a
process of opportunity/problem recognition and their realization/resolution.

Unit III: Planning and Organizing

Planning- meaning of project, strategic and operations planning; Decision-making- process
and techniques; Organizing- orderly division of labor & specialization; Organisational
structures and organograms- staffed/manned structures-traditional and modern.

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Unit IV: Directing and Controlling
Motivation- needs (including Maslow’s theory), incentives, rewards, equity and two factor
theory (Herzberg); Leadership and followership- meaning and importance; Organisation-
wide leadership; Communication- meaning and importance; determinants of effectiveness;
Principles of controlling; Relationship between planning, organizing, directing &
controlling; Financial, quality and operating standards/controls.

Unit V: Salient Developments and Contemporary Issues in Management

Subaltern management ideas from India; Diversity & inclusion, democracy and sociocracy
at work; Freelancing; Flexi-time and work from home; Co-sharing/co-working.

References
 Basu, C. (2017). Business Organisation and Management. McGraw Hill Education.
 Drucker, P. F. (1954). The Practice of Management. Newyork: Harper & Row.
 Kaul, V. K. (2012). Business Organisation Management. Pearson Education.
 Koontz, H., & Weihrich, H. (2012). Essentials of Management: An International and
Leadership Perspective. Paperback.

Additional Resources
 Barry, J., Chandler, J., Clark, H., Johnston, R., & Needle, D. (1999). Organisation and
Management: A Critical Text. Cengage Learning.
 Drucker, P. F. (1999). Management Challenges for the 21st Century. Harper Collins
Publishers Inc.
 Griffin. Management Principles and Application. Cengage Learning.

5
 Ability Enhancement Compulsory Course (AECC)
Environmental Science

Course Learning Outcomes

The course will empower the undergraduate students by helping them to:
i. Gain in-depth knowledge on natural processes and resources that sustain life and
govern economy.
ii. Understand the consequences of human actions on the web of life, global economy,
and quality of human life.
iii. Develop critical thinking for shaping strategies (scientific, social, economic,
administrative, and legal) for environmental protection, conservation of biodiversity,
environmental equity, and sustainable development.
iv. Acquire values and attitudes towards understanding complex environmental-
economic- social challenges, and active participation in solving current environmental
problems and preventing the future ones.
v. Adopt sustainability as a practice in life, society, and industry.

Unit 1
Introduction to Environmental Studies
 Multidisciplinary nature of environmental studies; components of environment:
atmosphere, hydrosphere, lithosphere, and biosphere
 Scope and importance; Concept of sustainability and sustainable development; Brief
history of environmentalism

Suggested Readings
1. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015).
Environment, 8th Edition. Wiley Publishing, USA. Chapter 1 (Pages: 1-17);
Chapter 2 (Pages: 22-23); Chapter 3 (Pages: 40, 41); Chapter 4 (Pages: 64, 66).
2. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science
and Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Page: 3-28).

Unit 2
Ecosystems
 Definition and concept of Ecosystem
 Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem:
Physical (energy flow), Biological (food chains, food web, ecological succession),
and Biogeochemical (nutrient cycling) processes. Concepts of productivity,
ecological pyramids and homeostasis

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  Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams,
lakes, rivers, oceans, estuaries); importance and threats with relevant examples from
India
 Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem
preservation and conservation strategies; Basics of Ecosystem restoration

Suggested Readings
1. Odum, E.P., Odum, H.T., and Andrews, J. (1971). Fundamentals of Ecology.
Saunders, Philadelphia, USA. Chapter 1 (Pages: 1-16); Chapter 2 (Pages: 18-76);
Chapter 10 (Pages: 414-458).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015).
Environment, 9th Edition. Wiley Publishing, USA. Chapter 3 (Pages: 38-52);
Chapter 4 (Pages: 53-62); Chapter 5 (Pages: 100-103); Chapter 6 (Pages: 106-
128).
3. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science
and Conservation. S. Chand Publishing, New Delhi. Chapter 13 (Pages: 307-323);
Chapter 18 (Pages: 420-442); Chapter 28 (Pages: 747-769).

Unit 3
Natural Resources
 Land resources: Minerals, soil, agricultural crops, natural forest products, medicinal
plants, and forest-based industries and livelihoods; Land cover, land use change,
land degradation, soil erosion, and desertification; Causes of deforestation; Impacts
of mining and dam building on environment, forests, biodiversity, and tribal
communities
 Water resources: Natural and man-made sources; Uses of water; Over exploitation of
surface and ground water resources; Floods, droughts, and international &inter- state
conflicts over water
 Energy resources: Renewable and non-renewable energy sources; Use of alternate
energy sources; Growing energy needs; Energy contents of coal, petroleum, natural
gas and bio gas; Agro-residues as a biomass energy source
 Case studies: Contemporary Indian issues related to mining, dams, forests, energy,
etc (e.g., National Solar Mission, Cauvery river water conflict, Sardar Sarovar dam,
Chipko movement, Appiko movement, Tarun Bharat Sangh, etc)

Suggested Readings
1. Gadgil, M. and Guha, R. (1993). This Fissured Land: An Ecological History of
India. University of California Press, Berkeley, USA. (pp. 1-245).
2. McCully, P. (1996). Rivers no more: the environmental effects of dams, In: Silenced
Rivers: The Ecology and Politics of Large Dams, Zed Books, New York, USA.
Page. 29-64.

7
 3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015).
Environment, 9th Edition. Wiley Publishing, USA. Chapters 10, 11, 12, 13 (Pages:
180-263); Chapter 14 (Pages: 272-275); Chapter 15 (Pages: 286-289).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 25 (Pages: 623-663).

Unit 4
Biodiversity and Conservation
 Definition of Biodiversity; Levels of biological diversity: genetic, species and
ecosystem diversity
 India as a mega-biodiversity nation; Biogeographic zones of India; Biodiversity
hotspots; Endemic and endangered species of India; IUCN Red list criteria and
categories
 Value of biodiversity: Ecological, economic, social, ethical, aesthetic, and
informational values of biodiversity with examples; sacred groves and their
importance with examples
 Threats to biodiversity: Habitat loss, degradation, and fragmentation; Poaching of
wildlife; Man-wildlife conflicts; Biological invasion with emphasis on Indian
biodiversity; Current mass extinction crisis
 Biodiversity conservation strategies: in-situ and ex-situ methods of conservation;
National Parks, Wildlife Sanctuaries, and Biosphere reserves; Keystone, Flagship,
Umbrella, and Indicator species; Species reintroduction and translocation
 Case studies: Contemporary Indian wildlife and biodiversity issues, movements, and
projects (e.g., Project Tiger, Project Elephant, Vulture breeding program, Project
Great Indian Bustard, Crocodile conservation project, Silent Valley movement, Save
Western Ghats movement, etc.)

Suggested Readings
1. Primack, R.B. (2014). Essentials of Conservation Biology, Oxford University
Press, USA. Page. 1-536.
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015).
Environment, 9th Edition. Wiley Publishing, USA. Chapter 5 (Pages: 97-99);
Chapter 16 (Pages: 299-318).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science
and Conservation. S. Chand Publishing, New Delhi. Chapters 24 (Pages: 599-
690); Chapter 26 (Pages: 664-714).

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Unit 5
Environmental Pollution
 Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and
controls; Primary and secondary air pollutants; Air and water quality standards
 Nuclear hazards and human health risks
 Solid waste management: Control measures for various types of urban, industrial
waste, Hazardous waste, E-waste, etc; Waste segregation and disposal
 Pollution case studies: Ganga Action plan (GAP), Delhi air pollution and public
health issues, Plastic waste management rules, Bhopal gas tragedy, etc

Suggested Readings
1. Brusseau, M.L., Pepper, I.L. and Gerba, C.P. (2019). Environmental and Pollution
Science, 3rd Edition. Academic Press, USA. Chapter 16 (Pages: 243-255); Chapter
18 (Pages: 280-305); Chapter 21 (Pages: 352-358); Chapter 22 (Pages: 365-374);
Chapter 23 (Pages: 378-388); Chapter 25 (Pages: 416-426).
2. Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt, USA. Pp. 1-264.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015).
Environment, 9th Edition. Wiley Publishing, USA. Chapter 19 (Pages: 359-381);
Chapter 21 (Pages: 401-421); Chapter 23 (Pages: 440-453).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 19, 20, 12 (Pages: 445-
535).

Unit 6
Global Environmental Issues and Policies
 Causes of Climate change, Global warming, Ozone layer depletion, and Acid rain;
Impacts on human communities, biodiversity, global economy, and agriculture
 International agreements and programmes: Earth Summit, UNFCCC, Montreal and
Kyoto protocols, Convention on Biological Diversity(CBD), Ramsar convention,
The Chemical Weapons Convention (CWC), UNEP, CITES, etc
 Sustainable Development Goals: India’s National Action Plan on Climate Change
and its major missions
 Environment legislation in India: Wildlife Protection Act, 1972; Water (Prevention
and Control of Pollution) Act, 1974; Forest (Conservation) Act 1980; Air
(Prevention & Control of Pollution) Act, 1981; Environment Protection Act, 1986;
Scheduled Tribes and other Traditional Forest Dwellers (Recognition of Forest
Rights) Act, 2006

9
Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India:
Cases, Material & Statutes, 2nd Edition. Oxford University Press, India. Chapter 2
(Pages: 23-39); Chapter 3 (Pages: 41-86).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015).
Environment, 9th Edition. Wiley Publishing, USA. Chapter 19 (Pages: 370-376);
Chapter 20 (Pages: 385-399).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 23 (Pages: 555-598);
Chapter 30 (Pages: 801-807).

Unit 7
Human Communities and the Environment
 Human population growth: Impacts on environment, human health, and welfare;
Carbon foot-print
 Resettlement and rehabilitation of developmental project affected persons and
communities; relevant case studies
 Environmental movements: Chipko movement, Appiko movement, Silent valley
movement, Bishnois of Rajasthan, Narmada Bachao Andolan, etc
 Environmental justice: National Green Tribunal and its importance
 Environmental philosophy: Environmental ethics; Role of various religions and
cultural practices in environmental conservation
 Environmental communication and public awareness: case studies (e.g., CNG
vehicles in Delhi, Swachh Bharat Abhiyan, National Environment Awareness
Campaign (NEAC), National Green Corps (NGC) “Eco-club” programme, etc)

Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases,
Material & Statutes, 2nd Edition. Oxford University Press, India. Chapter 10
(Pages: 416-473).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015).
Environment, 9th Edition. Wiley Publishing, USA. Chapter 2 (Pages: 33-36);
Chapter 8
(Pages: 148-162).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Pages: 23-26); Chapter
31 (Pages: 826-842).

Essential Readings
1. Brusseau, M.L., Pepper, I.L., and Gerba, C.P. (2019). Environmental and Pollution
Science, 3rd Edition. Academic Press, USA. (pp. 1-520).

10
2. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases,
Material & Statutes, 2nd Edition. Oxford University Press, India. (pp. 1-837).
3. Gadgil, M., and Guha, R. (1993). This Fissured Land: An Ecological History of
India. University of California Press, Berkeley, USA. (pp. 1-245).
4. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015).
Environment, 8th Edition. Wiley Publishing, USA. (pp. 1-472).
5. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science
and Conservation. S. Chand Publishing, New Delhi. (pp.1-842).

11
 Ability Enhancement Compulsory Course (AECC )
Communication
ENGLISH – A/B/C
Course Objectives
Effective communication is an essential skill for success in any sphere of activity, from
leadership responsibilities, teamwork, interviews, presentations, and inter-personal
relations. This is a skill that needs to be taught in a systematic manner so that students
imbibe the fundamentals of communication. The art of persuasive speaking and writing
depends crucially on clarity of thought and contextual understanding expressed through
appropriate vocabulary.
The ability to think critically is crucial for a good communicator and involves an
understanding of the communicative process. Therefore, we need to study every stage of
this process systematically in order to be much more effective at communicating
successfully – in interviews, public speaking, letter writing, report writing, presentations,
and inter-personal debates and conversations.
Learning Outcomes
o Students will master the art of persuasive speech and writing.
o Students will master the art of listening, reading, and analyzing. Students will
spend the bulk of their time in class in practical exercises of reading and
writing.
o Students will develop critical thinking skills.
o They will be introduced to established principles of academic reading and
writing.

Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Learning Assessment Tasks
No. Activity
1. Understanding concepts Interactive discussions Reading material together
in small groups in in small groups initiating
Tutorial classes discussion topics
participation in
discussions

12
2. Expressing concepts How to think critically Writing essay length
through writing and write with clarity assignments
3. Demonstrating conceptual Discussing exam Class tests
and textual understanding questions and
in tests and exams answering techniques

Course Content
Unit 1
Introduction
Theory of communication, types and modes of communication (Introductions to all five
sections)
Unit 2
Language of Communication
Verbal and non-verbal, spoken and written
Personal communication
Social communication
Business communication
Barriers and Strategies
Intra-personal Communication
Inter-personal Communication
Group communication
Unit 3
Speaking Skills
Monologue
Dialogue
Group Discussion
Effective Communication
Mis-Communication
Interview
Public Speech

13
Unit 4
Reading and Understanding
Close Reading
Comprehension
Summary
Paraphrasing
Analysis
Interpretation
Translation from Indian languages to English and vice versa
Literary/Knowledge, Texts
Unit 5
Writing Skills
Documenting
Report writing
Making notes
Letter writing
Keywords
Critical reading
Comprehension
Summary
Paraphrase
Translation
Context
Argumentation
Perspective
Reception
Audience
Evaluation
Synthesis
Verbal communication

14
Non-verbal communication
Personal communication
Social communication
Barriers to communication
Intra-personal communication
Inter-personal communication
Group discussion
Miscommunication
Public speech
Literary knowledge
Writing skills
Documentation
Report writing
Note taking
Letter writing

15
 (BCOMHAECC01) (AECC)

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16
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References
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• dqN iwoZxzg&v'kksd oktis;h
• Hkk"kkbZ vfLerk vkSj fgUnh&johUnzukFk JhokLro

Additional Resources:
• jpuk dk ljksdkj&fo'oukFk izlkn frokjh
• laizs"k.k% fparu vkSj n{krk& MkW- eatq eqdqy

17
 Tamil Communication
Tamil - A/B/C

Course objectives:
The course is designed to bring to the students the joy of learning Tamil language with
utmost ease and productivity. The carefully selected lessons lead them step by step,
giving such information only as is positively required, at the stage at which they have
arrived. It presents English speaking students with a few lessons in which they may
commence Tamil, and gradually acquire a thorough knowledge of the colloquial dialect,
and afterwards an introductory knowledge of the grammatical dialect. The aim of the
course is to enable the students to improve their communication skills in various practical
day-today life situations and in their interactions with others.
Course learning outcomes:
The course will highlight the theories of communication, types of communication and
language of communication so that they can avoid distortion in their communications and
express clearly what they intend to convey.

18
Note :
• For Student’s who have studied Tamil in class VIII or Above.
• For Student’s who have not studied Tamil in any-level/Non-Tamil students.

19
Urdu A (AECC)

20
21
Urdu-B - (AECC)

22
23
Urdu-C – (AECC)

24
25
 Core English Language

English Language through Literature

COURSE CONTENT FOR SEMESTERS I / II

Unit 1
Understanding Everyday Texts
This unit aims to help students understand that we are surrounded by texts So thinking
about texts reading writing and comprehension are necessary life skills not merely
language skills
Reading: Texts may include reportage open letters campaigns social reports etc Students
will practice skimming scanning analysing interpreting
Writing: Descriptive passage making notes drafting points creating a program sheet
paragraphs outlines drafts etc
Speaking: Make short presentations 2-3 minutes long showcasing their understanding of
any topical issues

26
Listening and responding to short presentations
Grammar/Vocabulary: Tenses -- verb tenses and the ability to use them in a variety of
contexts
Suggested Readings:
Edwards, Adrian ‘Forced displacement worldwide at its highest in decades’
UNHCRorgUNHCRhttp://wwwunhcrorg/afr/news/stories/2017/6/5941561f4/forced-
displacement-worldwide-its-highest-decadeshtml#Accessed 1 June 2018
Jadhav, Radheshyam ‘Groom wanted: Trader peon…anyone but a farmer’ Times News
Network
1 Jan 2018 https://timesofindiaindiatimescom/city/chandigarh/groom-wanted- trader-
peonanyone-but-a-farmer/articleshow/62321832cmsAccessed 1 June2018
Knapton, Sarah ‘Selfitis’ -- the obsessive need to post selfies-- is a genuine mental
Disorder say psychologists’ The Telegraph15 December 2017
https://wwwtelegraphcouk/science/2017/12/15/selfitis-obsessive-need-post-selfies-genuine-
mental-disorder/Accessed 1 June 2018
‘13 letters every parent every child should read on Children’s Day’ The Indian Express
10 November 2014
http://indianexpresscom/article/lifestyle/feelings/12-letters-every-parent-every-child-should-
read-on-childrens-day/Accessed 1 June 2018
Unit 2
Understanding Drama
This unit focuses on dramatic texts centre human communication; the focus will be to see
how speech is connected to character and situation
Reading one-act/short plays to identify different elements of drama characterization/
conflict/ plot etc
Writing: Rewriting dialogue for a character; writing an alternative playscript for a scene
with stage directions; practicing expository writing; writing analytical pieces about the
plays Speaking: Learning to use one’s voice and body to perform/enact a character
Listening: Watching plays live or recorded; studying why actors perform the way they do
Grammar/Vocabulary: Observing and learning the us of the first person/second
person/third person address

27
Suggested Readings:
Lakshmi CS ‘Ambai’ ‘Crossing the River’ Staging Resistance: Plays by Women in
Translation edited by Tutun Mukherjee Oxford: Oxford University Press 2005

28
Kumar E Santhosh ‘Three Blind Men describe an Elephant’ Indian Review
http://indianreviewin/fiction/malayalam-short-stories-three-blind-men-describe-an-elephant-
by-e-santhosh-kumar/Accessed 1 June 2018
Mistry Rohinton ‘The Ghost of FirozshaBaag’ Tales from FirozshaBaghMcClelland &
Stewart 1992
Joshi Umashankar ‘The Last Dung Cake’ The Quilt from the Flea-market and Other
Stories Delhi: National Book Trust 2017

29
Grammar/Vocabulary: Register tone word choice
Suggested Readings:
https://www.wired.com/story/wikipedias-fate-shows-how-the-web-endangers-
knowledge/Accessed 18 July 2019
Khanna Twinkle ‘Lesson from Frida: Backbone can win over broken spine’ in ‘Mrs.
Funnybones’ The Times of India 16 September 2018
https://timesofindia.indiatimes.com/blogs/mrsfunnybones/ lesson-from-frida-backbone-can-
win-over-broken-spine/Accessed 13 June 2018
Keywords
Language through literature Verbal and written texts Social and ethical frameworks
Listening and reading comprehension
Argumentative descriptive and narrative writing styles Confident self-expression

30
 English Fluency
Course Objectives
This course is intended for students who possess basic grammatical and vocabulary skills
in English but may not be able to effectively communicate in their everyday contexts The
course aims to equip them with skills that will help them interact with people around their
personal institutional and social spaces The course will help students to
• describe or express their opinions on topics of personal interest such as their
experiences of events, their hopes and ambitions
• read and understand information on topical matters and explain the advantages
and disadvantages of a situation
• write formal letters, personal notes, blogs, reports, and texts on familiar matters
• comprehend and analyse texts in English
• organise and write paragraphs and a short essays in a variety of rhetorical styles
COURSE CONTENTS FOR SEMESTERS I / II
Unit 1
In the University
Introducing oneself -- Note-making
Pronunciation Intonation – Nouns, Verbs, Articles
o Introduce yourselves as individuals and as groups -- group discussion exercise
Take notes on your fellow students' introductions
o Introduce characters from the text you are reading via posters
Suggested Readings:
Tales of Historic Delhi by Premola Ghose Zubaan. 2011
Unit 2
In the domestic sphere
Diary/ Blog writing
Modifiers, Prepositions, Conjunctions
o Write a diary entry and convert it into a blogpost
o Convert a transcript/ script/ piece of dialogue into a diary entry/ blogpost
Suggested Readings:
‘The Lost Word’ by Esther Morgan From New Writing, ed. Penelope Lively and George

31
Szirtes, Picador India, New Delhi, 2001.
Squiggle Gets Stuck: All About Muddled Sentences: Natasha Sharma. Puffin Young
Zubaan. 2016.
Unit 3
In public places
CV Job applications Tenses and concord

o Write the CV of a fictional character

o Write the perfect job application for your dream job

Suggested Readings:
‘Amalkanti’ by Nirendranath Chakrabarti From Oxford Anthology of Modern Indian
Poetry, ed. Vinay Dharwadkar and A.K. Ramanujan, OUP, New Delhi, 1994, pp 52-3.
Extract from Bhimayana Srividya Natarajan and S. Anand. Navayana Publications. pp
60-71.
Unit 4
In the State
Research -- Filing an FIR, making an RTI request, submitting a consumer complaint
Active & Passive voice; idioms

o Find out what the procedure is for making a complaint about trees being cut in
your neighbourhood
o Draft a formal letter requesting information about the disbursal of funds
collected by a residents' welfare association

Suggested Readings:
Where the Wild Things Are by Maurice Sendak Random House UK, 2000.
rtionline.gov.in/index.php
consumerhelpline.gov.in/consumer-rights.phpwww.jaagore.com/know-your-
police/procedure-of-filing-firwww.consumercomplaints.in/municipal-corporation-of-delhi-
b100274
Unit 5
Interface with Technology
Book/film reviews Punctuation
o Write a review of a text you have read in class

32
o Record a collaborative spoken-word review of the latest film your group have all
seen
Suggested Readings:
Priya’s Shakti: Ram Devineni, Lina Srivastava and Dan Goldman. Rattapallax, 2014.
wwwpriyashakticom/priyas_shakti/
Kennedy, Elizabeth. "Breakdown and Review of 'Where the Wild Things Are'."
ThoughtCo, Jul. 3, 2019, thoughtco.com/where-the-wild-things-are-maurice-sendak-
626391.
Keywords
Effective communication Listening
Speaking
Reading and writing Communicative tasks and activities Familiar contexts
Professional contexts Social contexts

33
 English Proficiency

COURSE CONTENTS FOR SEMESTER I / II

Unit 1
Reading and Comprehension - I
Note: The unit names are indicative only and identify core language areas that are
targeted through the course. The learning of various language skills needs to happen in
an integrated fashion. It is therefore imperative that for every unit learners should work
through the whole range of tasks in the prescribed readings irrespective of the title of the
unit.
o Short and simple passages from the prescribed books
o These texts are to be used to enhance reading and comprehension skills of
learners through various textual tasks such as reading aloud, sentence
completion, true / false activities, re-ordering jumbled sentences, identifying
central ideas, supplying alternative titles, attempting short comprehension
questions, etc.
o Learners are encouraged to exploit the recommended books beyond the
prescribed sections
o The end-semester examination will include the testing of the comprehension of
an unseen passage of an equivalent level

34
Suggested Readings:
A Foundation English Course for Undergraduates: Reader I, Delhi: Oxford University
Press, 1991, pp. 1 - 36 Units 1 - 6
Everyday English Delhi: Pearson, 2005, pp. 1 - 15 Units 1 - 3 & 21 - 31 Units 5 - 6
Unit 2
Learning about words
Students cultivate the habit of using a dictionary to learn about words - their spelling,
pronunciation, meaning, grammatical forms, usage, etc. Students are introduced to word
associations, the relationships between words – synonyms, antonyms, homonyms,
homophones. They learn the use of prefixes and suffixes; commonly confused words;
phrasal verbs and idioms
The specific reading prescribed for this unit is to be used in conjunction with the
vocabulary sections in the other recommended course texts, where activities like
matching, sorting, and fill- in-the-blanks are used to engage the learners with words.
As a semester-long project the learners could be required to prepare 'mini-dictionaries' of
their own, consisting of unfamiliar words they come across on a daily basis
Suggested Readings:
Everyday English Delhi: Pearson, 2005, pp. 36 - 43 Unit 8
Unit 3
Basic Grammar Rules - I
Subject-verb agreement; tenses; modals; articles; prepositions; conjunctions
The prescribed reading for this unit is to be supplemented by the grammar tasks contained
in the other recommended course books to provide intensive practice to learners
Suggested Readings:
Developing Language Skills I, Delhi: Manohar, 1997, pp. 186 - 195 & 206 - 209 Units 2
3 & 5 of the 'Grammar' section
Unit 4
Writing Skills - I
This section will introduce students to the structure of a paragraph; they will write a short
guided composition of up to 100 words. These skill is to be practised through activities
such as supplying topic sentences to given paragraphs, completing given paragraphs,

35
expressing given facts or information from tables and expressing it in paragraphs, re-
ordering jumbled sentences, and then re-writing them as connected paragraphs, using
suitable linking devices etc.
Relevant sections from the other recommended course books are to be used for this
purpose in addition to the prescribed reading for this section
Suggested Readings:
Everyday English, Delhi: Pearson, 2005, pp. 21 - 31 Units 5 - 6
A Foundation English Course for Undergraduates: Workbook I, Delhi: Oxford
University Press, 1919, pp. 1 - 31 Units I - V
Unit 5 Conversing- I
Students will learn to listen to the sounds of English; the essentials of English
pronunciation; conversational formulae used for greetings. After introducing themselves
and others, students will learn correct modes of thanking, wishing well, apologizing,
excusing oneself, asking for and giving information, making offers and requests, and
giving orders.
In addition to the prescribed reading for this unit, the 'Speaking' sections at the end of the
first five units of the Everyday English text should be used
Suggested Readings:
Developing Language Skills I, Delhi: Manohar, 1997, pp. 8 - 26 Units 1 - 5 of 'Oral
Communication: Speech Patterns'
Note: The entire course is practical in nature The prescribed readings are rich in tasks and
activities that aim at developing essential language skills. Working their way through
these tasks will give the learners hands-on practice in the use of these skills.
References
A Foundation English Course for Undergraduates: Reader I, Delhi: Oxford University
Press,1991
A Foundation English Course for Undergraduates: Workbook I, Delhi: Oxford
University Press,1991
Everyday English, Delhi: Pearson, 2005
Developing Language Skills I, Delhi: Manohar, 1997
Additional Resources:
English at the Workplace, Delhi: Macmillan, 2006

36
o Reading Comprehension - 25marks
o Vocabulary - 15marks
o Grammar - 15marks
o Written composition - 10marks
o Oral communication - 10marks
Keywords
English proficiency Reading
Writing Speaking Listening Pronunciation Comprehension Vocabulary Syntax Grammar
Composition Conversation

37
 vk/qfud Hkkjrh; Hkk"kk (MIL)
fganh % Hkk"kk vkSj lkfgR;&(fganh&d)
Course Objective (2-3)
fgUnh esa #fp fodflr djuk
fgUnh lkfgR; ,oa izeq[k lkfgR;dkjksa dk ifjp;
fgUnh Hkk"kk dks le>uk vkSj mlds vk/kqfud iz;ksx dks tkuuk
Course Learning Outcomes
fgUnh Hkk"kk vkSj lkfgR; dk ifjp;
izeq[k lkfgR;dkjksa dk v/;;u
bdkbZ&I
fganh Hkk"kk
d- vk/kqfud Hkkjrh; Hkk"kkvksa dk m˜o vkSj fodkl
[k- fganh Hkk"kk dk ifjp; ,oa fodkl
x- iz;kstuewyd fganh% dk;kZy;h fganh] foKkiu esa fganh
bdkbZ&II
fganh lkfgR; dk bfrgkl
d- fganh lkfgR; dk bfrgkl ¼vkfndky] e/;dky½ lkekU; ifjp;
[k- fganh lkfgR; dk bfrgkl
bdkbZ&III
d- dchj&dchj xzaFkkoyh] laik ';kelqanjnkl] dk'kh ukxjh izpkfj.kh lHkk] mUuhloka laLdj.k
la- 2054 fo-] i`- 23 nksgk 27] i`- 29] nksgk 20] i`- 30 nksgk 3 vkSj 4] i`- 35 nksgk 8] i`- 39
nksgk 9
[k- ehjkckbZ dh inkoyh- laik- vkpk;Z ij'kqjke prqosZnh] fganh lkfgR; lEesyu iz;kx]
pkSngoka laLdj.k 1892] lu~ 1970 bZ- in 1] 4] 5] 6
x- fcgkjh&fcgkjh jRukdj& laik- txUukFk nkl jRukdj ch-,-] izdk'ku laLFkku] ubZ fnYyh
la- 2006 nksgk 381] 435] 438] 439] 491
bdkbZ&IV
vk/qfud fganh dfork
eSfFkyh'kj.k xqIr&Hkkjr Hkkjrh ¼gekjs iwoZt va'k½
t;'kadj izlkn&fgekfnz rqax J`ax ls
ukxktqZu&vdky vkSj mlds ckn
References
fganh Hkk"kk&/khjsUnz oekZ
fganh Hkk"kk dh lajpuk&HkksykukFk frokjh

38
fganh lkfgR; dk bfrgkl&vk- jkepUnz 'kqDy
fganh lkfgR; dk bfrgkl&la- MkW- uxsUnz
fganh lkfgR; ds bfrgkl ij dqN uksV~l&MkW- jlky flag

Additional Resources:
fganh lkfgR; dk vrhr&fo'oukFk izlkn feJ
fganh lkfgR;% m˜o vkSj fodkl&gtkjh izlkn f}osnh
dchj % gtkjh izlkn f}osnh
ehjk dk dkO;&fo'oukFk f=ikBh
izlkn dk dkO; & izse'kadj

39
 vk/kqfud Hkkjrh; Hkk"kk (MIL)

fganh % Hkk"kk vkSj lkfgR;&(fganh&[k)

Course Objective (2-3)
fganh Hkk"kk vkSj lkfgR; ds bfrgkl dh le> fodflr gksxh
izeq[k dforkvksa dh vkykspukRed le> fodflr gksxh
Course Learning Outcomes
fganh Hkk"kk ds fodkl vkSj lkfgR; ds bfrgkl dh Li"V le> fodflr gksxh
bdkbZ&I
vk/kqfud Hkkjrh; Hkk"kkvksa dk lkekU; ifjp;
fganh Hkk"kk dk fodkl
fganh lkfgR; dk bfrgkl % laf{kIr ifjp; ¼vkfndky] e/;dky½
fganh lkfgR; dk bfrgkl % laf{kIr ifjp; ¼vk/kqfud dky½
bdkbZ&II
(d) dchj% dchj xzUFkkoyh( laik- ';kelqanj nkl] ukxjh izpkj.kh lHkk]
dk'kh( mUuhlok¡ laLdj.k( la- 2054 fo-
ikSFkh if<+ if<+ tx eqvk-------
dLrwjh dqaMfy clS----
;g ru fo"k dh csyjh] xq# ve`r dh [kku-------
lkr leqUnj dh efl d:¡-----
lk/kw ,slk pkfg,-----
lrxq# gelq¡ jh>dj-----
([k) rqylh%^jkepfjrekul* dsoV izlax

bdkbZ&III
(d) fcgkjh
crjl ykyp yky dh----
;k vuqjkxh fpr dh----
lriVfr&lh lfleq[kh----
([k) Hkw"k.k
banz ftfe taHk ij----
lkft prjax lSu---

bdkbZ&IV
vk/qfud dfork
t;'kadj izlkn&v#.k ;g e/kqe; ns'k gekjk
gfjoa'k jk; cPpu&vfXuiFk

40
References
fganh lkfgR; dk bfrgkl&jkepUnz 'kqDy
dchj&gtkjhizlkn f}osnh
rqylh dkO;&ehekalk&mn;Hkkuq flag
Additional Resources:
fcgkjh dh okfXoHkwfr&fo'oukFk izlkn f=ikBh
fujkyk dh lkfgR; lk/kuk&jkefoykl 'kekZ
fganh lkfgR; dk ljy bfrgkl&fo'oukFk f=ikBh

41
 vk/qfud Hkkjrh; Hkk"kk (MIL)

fganh% Hkk"kk vkSj lkfgR;&(fganh&x)

Course Objective (2-3)
fganh Hkk"kk vkSj lkfgR; dh lkekU; tkudkjh fodflr djuk
jk"VªHkk"kk] jktHkk"kk vkSj laidZ Hkk"kk ds :i esa fganh dh fLFkfr dk ifjp; nsuk
fof'k"V dforkvksa ds v/;;u&fo'ys"k.k ds ek/;e ls dfork laca/kh le> fodflr djuk

Course Learning Outcomes

fganh lkfgR; vkSj Hkk"kk ds fodkl dh Li"V le> fodflr gksxh
fof'k"V dforkvksa ds v/;;u ls lkfgR; dh le> fodflr gksxh

bdkbZ&I
fganh Hkk"kk vkSj lkfgR;
fganh Hkk"kk dk lkekU; ifjp;
fganh dk HkkSXkksfyd foLrkj
fganh lkfgR; dk bfrgkl % vkfndkyhu vkSj e/;dkyhu izo`fÙk;k¡
fganh lkfgR; dk bfrgkl % vk/kqfud izo`fÙk;k¡
bdkbZ&II
HkfDrdkyhu dfork dchj%
xq# xksfoUn nksÅ [kM+s----
fuand fu;js jkf[k,----
dchj laxfr lk/kq dh----
ekyk Qsjrtqx Hk;k--- ikgu
iwtS gfj feys---
c`PN dcgw¡ u Qy Hk[kSa---
lwjnkl%
eS;k eSa ufga ek[ku [kk;ks----
Å/kks eu u Hk, nl&chl----
bdkbZ&III
fcgkjh

esjh Hko ck/kk gjkSa---

dud dud rs lkS xquh---

42
FkksM+s gh xqu jh>rs----
dgr uVr jh>r f[k>r----
?kukuan
vfr lw/kks lusg dks ekjx-----
jkojs :i dh jhfr vuwi----

bdkbZ&IV
ek[kuyky prqosZnh&iq"i dh vfHkyk"kk
/wfey&jksVh vkSj laln
References
fganh lkfgR; dk bfrgkl&jkepanz 'kqDy
dchj&gtkjh izlkn f}osnh
fcgkjh jRukdj&txUukFknkl jRukdj
fganh lkfgR; ds bfrgkl ij dqN uksV~l&MkW- jlkyflag
Additional Resources:
f=os.kh&jkepUnz 'kqDy
HkfDr vkanksyu vkSj lwjnkl dk dkO;&eSustj ik.Ms;
ledkyhu cks/k vkSj /kwfey dk dkO;&MkW- gqdqepan jktiky
dchj&gtkjh izlkn f}osnh
ledkyhu lkfgR; % ,d n`f"V&bUnzukFk enku

43
 Punjãbi Novel, Drãmã and Functional Punjãbi (Punjabi-A)
5MjwbI nwvl, nwtk Aqy ivhwrk 5MjwbI
(Punjãbi Novel, Nãtak ate Vihãrak Punjãbi)
Course Objective:
 To develop skills in literary analysis, including comprehension of the narrative
fundamentals of character, point of view, theme and action (plot).
 To gain an appreciation of different literary styles, voices and approaches in Punjabi
Fiction.
 To develop textual appreciation of the novel genres.
 To acquaint the students with functional language including grammar of Punjabi
language.
Course Learning Outcomes:
 Students will have the ability to apply critical and theoretical approaches to the
reading and analysis of literary texts in the genres of novel and drama.
 Students will be able to identify, analyze, interpret and describe the critical ideas,
values, and themes that appear in the prescribed texts.
 They will understand the social and political concerns of Punjabi society, reflected in
Punjabi fiction.
 Students will be able to understand grammar and enhance their ability to write
accurately.

44
Suggested Readings:
Akãl Amrit Kaur (Dr.), 2003, Parvãsi Punjãbi Galap : Naven Pãsãr, Nãnak Singh
Pustakmãlã, Amritsar.
Dhanwant Kaur, 1996, Galapkar Dalip Kaur Tiwana, Publication Bureau, Punjãbi
University, Patiãlã.
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I),
Manpreet Parkãshan, Delhi.
Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company,
Mai Hirãn Gate, Jalandhar.
Jaswinder Kaur (Dr.), 2015, Dalip Kaur Tiwana De Novel Te Bharti Darshan, National
Book Shop, Delhi.
Rajinderpal Singh (Dr.) (Main-ed.), 2011, Punjãbi Daispora : Adhiyan ate Adhiyapan,
Publication Bureau, Punjãbi University, Patiãlã.
Tara Singh (Dr.), 1999, Dalip Kaur Tiwana Da Naval Jagat : Prampra Ate Adunikta Da
Samvad, Wellwish Publishers, Delhi.
(Note: Teachers are free to recommend additional related standard source books, if required so.)

45
 Modern Punjãbi Prose and Functional Punjãbi (Punjabi-B)
Aw5üink 5MjwbI vwrqk, Aqy ivhwrk 5MjwbI
(Ãdhunik Punjãbi Vãrtak ate Vihãrak Punjãbi)
Course Objective:
 To recognize medieval and modern Punjabi prose, from a variety of genres and
historic periods.
 To understand and appreciate prose as a literary art form.
 To analyze the various elements of prose, such as diction, tone, form, genre, imagery,
figures of speech, symbolism, theme, etc.
 To identify various forms of medieval and modern Punjabi prose.
Course Learning Outcomes:
 Students will demonstrate an understanding of literary terms, themes, strategies and
issues confronting Punjabi prose, as are relevant to the works being studied.
 Students will express their understanding of the relationship and difference between
medieval and modern Punjabi prose.
 Students will read and analyze prose from various points of view.

46
 Marks Distribution: Part 1-20 Marks, Part 2-25 Marks, Part 3-30 Marks
Suggested Readings:
Brãrh, Bootã Singh (Dr.), 2012, Punjãbi Viãkaran : Sidhãnt ate Vihãr, Chetnã Parkãshan,
Ludhiãnnã.
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I),
Manpreet Parkãshan, Delhi.
Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company, Mãi
Hirãn Gate, Jalandhar.
Gill, Mahinder Kaur (Dr.), 2013, Vihãrak Punjãbi, Manpreet Parkãshan, Delhi.
Kasel, Kirpãl Singh, Parmindar Singh (ed.), 2002, Punjãbi Sãhit di Utpatti te Vikãs, Lãhor
Book Shop, Lukhiãnnã.

(Note: Teachers are free to recommend additional related standard source books, if required so.)

47
 Punjãbi Folk-Dance and Functional Punjãbi (Punjabi-C)
5MjwbI lyk-nwt Aqy ivhwrk 5MjwbI
(Ãdhunik Punjãbi Vãrtak ate Vihãrak Punjãbi)
Course Objective:
 To recognize Punjabi Folk-drama from historic periods.
 To understand and appreciate Folk-dramas a literary art form.
 To understand main ideas and details in different kinds of dramatic scripts.
 To understand the contemporary position of Punjabi Folk-drama.
Course Learning Outcomes:
 Students will demonstrate an understanding of terms, themes, strategies and issues
Punjabi Folk-drama.
 They can express their understanding and relationship between Punjabi Folk-drama
with the historical/cultural contexts, in which it was played.

48
 Marks Distribution: Part 1-20 Marks, Part 2-25 Marks, Part 3-30 Marks
Suggested Readings:
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I),
Manpreet Parkãshan, Delhi.
Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company,
Mãi Hirãn Gate, Jalandhar.
Gill, Mahinder Kaur (Dr.), 2013, Vihãrak Punjãbi, Manpreet Parkãshan, Delhi.
Kasel, Kirpãl Singh, Parmindar Singh (ed.), 2002, Punjãbi Sãhit di Utpatti te Vikãs, Lãhore
Book Shop, Ludhiãnnã.
Rajinderpal Singh (Dr.) and others, 2011, Lokdhãrã ate Ãdhuniktã : Roopãntarann ate
Punar Mulãnkann, Publication Bureau, Punjãbi University, Patiãlã.
(Note: Teachers are free to recommend additional related standard source books, if required so.)

49
 Tamil
Business Communication
Total Credit : 2×6=12
Credit : 5+1 Maximum Marks : 75
Course Objectives:
The course is designed to bring to the students the joy of learning Tamil Business
Communication with outmost ease and productivity. The carefully identified units lead them
to step by step, giving such information only as is positively required, at the stage at which
they have reached. The aim of the course is to enable the students to improve their
communication skills in various practical day-to-day Business dealings and in their
interactions with commerce and Banking.
Course learning outcomes:
This course will highlight the meaning, objectives and importance of Business
communication, Effective Business Letter, Business Report Writing, Modern forms of
Communication etc so that the students can avoid distortion in their communications and
express clearly what they intend to convey.
Units of course
1. Business Communication: Meaning, Objectives and Importance. (15 marks)
2. Effective Business Letter Writing: Structure, Language and Layout (15 marks)
of a Business Letter—Kinds of Business Letters
3. Business Report Writing: Reports by Individuals—by committee (15 marks)
Reports—by Board of Directors-Press Reports-Speeches-Minutes-
Interviews
4. Essay Writing: Writing Essays on Topics relating to Commerce, (15 marks)
Industry, Banking, etc.
5. Modern forms of Communications: Fax-e-mail—Video Conferencing- (15 marks)
Internet-Websites and their use in Business.

References:
Compulsory Readings:
1. Radha. V., 2004, Vanigat Tagaval Todarbu, Cheenai: Prasanna Publication.
2. Raja. Ki. 2006, Makkal Tagaval Todarbiyal: Arimungam, Chennai: NCBH.
3. Ramachandran, K.K., Lakshmi, K.K. and Krishna Kumar. K., 2007, Business
Communication, Delhi: Macmillan.
4. Sundararajan. N., 2001, Effective Business Communication, Chennai: Surya Books.

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Additional Resources:
1. Kumari Ananthan, 1999, Peccu-k-kalaip Payircci (1-3 Vol.), Chennai: Manimegalai
Pirasuram.
2. Krishnasamy. V., 2010, Tagaval Todarbiyal, Chennai: Manivasagar Pathippagam.
3. Pattabiraman. K., 2005, Molip Payanpadu, Chennai: NCBH.
4. Paranthamanar. A. Ki., 1995, Ningalum Peccalaragalam, Chennai: Manimegalai
Pirasuram.
5. Sharples Mile, 1998, How We Write: Writing as Creative Design, London: Routledge.
6. Bisen, Vikram and Priya, 2010, Business Communication, Lucknow: ITM School of
Management.

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 Urdu Nisab -I (Urdu-C)
(62141117)

Credit:6

Course Objective(2-3)

To Give Glimpses of Modern Urdu Prose and poetry to the students who have studied Urdu
upto Class VIII.
To inculcate best human values and give a outlook of secular and diverse India

Course Learning Outcomes

To Give Glimpses of Modern Urdu Prose and poetry to the students who have studied Urdu upto Class
VIII and also to inculcate best human values and give a outlook of secular and diverse India

Unit 1

(For those who have studied Urdu upto class VIII)

:‫ﺣﺻہ ﻧﺛر‬

(‫)ﺳرﺳﯾد اﺣﻣد ﺧﺎں‬ ‫رﺳم و رواج‬ ‫۔‬1

(‫)ذﮐﺎء ﷲ دﮨﻠوی‬ ‫زﻣﯾن ﮐﯽ ﺣﮑﺎﯾت‬ ‫۔‬2

(‫)ﺟواﮨر ﻟﻌل ﻧﮩرو‬ ‫اﯾﮏ ﯾﺎدﮔﺎر وﺻﯾت‬ ‫۔‬3

(‫)ﺧواﺟہ ﺣﺳن ﻧظﺎﻣﯽ‬ ‫ﻣﭼﮭر‬ ‫۔‬4

(‫)ڈاﮐﭨر ذاﮐر ﺣﺳﯾن‬ ‫آﺧری ﻗدم‬ ‫۔‬5

Unit 2

:‫ﺣﺻۂ ﻧظم‬

(‫)ﺟوش ﻣﻠﯾﺢ آﺑﺎدی‬ ‫ﺑدﻟﯽ ﮐﺎ ﭼﺎﻧد‬ ‫۔‬1

(‫)اﺧﺗر ﺷﯾراﻧﯽ‬ ‫او دﯾس ﺳﮯ آﻧﮯ واﻟﮯ ﺑﺗﺎ‬ ‫۔‬2

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 ‫‪Unit 3‬‬

‫ﻏزﻟﯾﺎت‪:‬‬

‫ﮐش دوا ﻧہ ﮨوا‬

‫تِ‬ ‫ِّ‬
‫درد ﻣﻧ‬ ‫ﻏﺎﻟب ‪:‬‬
‫ﻣرزا اﺳد ﷲ ﺧﺎں ؔ‬ ‫)‪(1‬‬

‫دل ﮨﯽ ﺗو ﮨﮯ ﻧہ ﺳﻧﮓ و ﺧﺷت‪ ،‬درد ﺳﮯ ﺑﮭر ﻧہ آﺋﮯ ﮐﯾوں‬

‫ﻻﺋﯽ ﺣﯾﺎت آﺋﮯ‪ ،‬ﻗﺿﺎ ﻟﮯ ﭼﻠﯽ ﭼﻠﮯ‬ ‫‪:‬‬ ‫ﺷﯾﺦ اﺑراﮨﯾم ذوق‬ ‫)‪(2‬‬

‫اب ﺗو ﮔﮭﺑرا ﮐﮯ ﯾہ ﮐﮩﺗﮯ ﮨﯾں ﮐہ ﻣر ﺟﺎﺋﯾں ﮔﮯ‬

‫ﺗﺎر ﻧﮕہ ﮐﺎ ﺳﻠﺳﻠہ ﺟﺎﺗﺎ رﮨﺎ‬

‫ﺗوڑ ﮐر ِ‬ ‫‪:‬‬ ‫ﺧواﺟہ ﺣﯾدر ﻋﻠﯽ آﺗش‬ ‫)‪(3‬‬

‫ﯾہ آرزو ﺗﮭﯽ ﺗﺟﮭﮯ ﮔل ﮐﮯ روﺑرو ﮐرﺗﮯ‬

‫‪References‬‬

‫ﻧﺻﺎﺑﯽ ﮐﺗﺎب‪:‬‬

‫ﻧﺋﯽ درﺳﯽ ﮐﺗﺎب )ﺣﺻہ دوم( ‪ ،‬ﮐﺗﺎﺑﯽ دﻧﯾﺎ‪ ،‬ﻧﺋﯽ دﮨﻠﯽ‬

‫‪Keywords‬‬

‫‪Urdu Nasr‬‬

‫‪Urdu Shayari- Josh Malihabadi, Akhtar Shirani‬‬

‫‪Urdu Ghazal- Ghalib, Zauq, Aatish‬‬

‫‪57‬‬
 Subjects in Lieu of MIL
1. Economics—(Principles of Microeconomics)

Principles of Microeconomics I (PD11)

Discipline Specific Elective (DSE) Credit: 6

Course Objectives:
This course intends to expose the students to the basic principles in Microeconomics and their
applications. The course will illustrate how microeconomic concepts can be applied to
analyze real-life economic situations.

Course learning outcomes:

The students learn some basic principles of microeconomics and interactions of supply and
demand, characteristics of perfect competition, efficiency and welfare.

Unit 1
Introduction
Problem of scarcity and choice: scarcity, choice and opportunity cost; production possibility
frontier; economic systems.
Demand and supply: law of demand, determinants of demand, shifts of demand versus
movements along a demand curve, market demand, law of supply, determinants of supply,
shifts of supply versus movements along a supply curve, market supply, market equilibrium.
Applications of demand and supply: price rationing, price floors, consumer surplus, producer
surplus.
Elasticity: price elasticity of demand, calculating elasticity, determinants of price elasticity,
other elasticities.

Unit 2
Consumer Theory
Budget constraint, concept of utility, diminishing marginal utility, Diamond-water paradox,
income and substitution effects; consumer choice: indifference curves, derivation of demand
curve from indifference curve and budget constraint.

Unit 3
Production and Costs
Production: behaviour of profit maximising firms, production process, production functions,
law of variable proportions, choice of technology, isoquant and isocost lines, cost minimizing
equilibrium condition.

Costs: costs in the short run, costs in the long run, revenue and profit maximization,

58
minimizing losses, short run industry supply curve, economies and diseconomies of scale,
long run adjustments.

Unit 4
Perfect Competition
Assumptions: theory of a firm under perfect competition, demand and revenue; equilibrium
of the firm in the short run and long run; long run industry supply curve: increasing,
decreasing and constant cost industries.

Wekfare: allocative efficiency under perfect competition.

References
1. Bernheim, B, Whinston, M. (2009). Microeconomics. Tata McGraw-Hill.
2. Case, K., Fair, R. (2007). Principles of economics, 8th ed. Pearson Education.
3. Mankiw, N. (2007). Economics: Principles and applications, 4th ed. South Western.

59
 In Lieu of MIL for B.Com Sem-I/II

Introduction to Political Theory

(52321422)
Course Objective: This course aims to introduce certain key aspects of conceptual analysis in
political theory and the skills required to engage in debates surrounding the application of
the concepts.
1. a. What is Politics?
b. What is Political Theory and what is its relevance?

2. Concepts: Democracy, Liberty, Equality, Justice, Rights, Gender, Citizenship, Civil

Society and State

3. Debates in Political Theory:

a. Is democracy compatible with economic growth?
b. On what grounds is censorship justified and what are its limits?
c. Does protective discrimination violate principles of fairness?
d. Should the State intervene in the institution of the family?

Essential Readings:

Bhargava, R. and Acharya, A. (eds.) Political Theory: An Introduction. New Delhi: Pearson
Longman,
McKinnon, C. (ed.) Issues in Political Theory, New York: Oxford University Press.
Swift, A. (2001) Political Philosophy: A Beginners Guide for Students and Politicians.
Cambridge: Polity Press.
Dahl, R., Shapiro, I. and Cheibub, A. J. (eds.) The Democracy Sourcebook. Cambridge,
Massachusetts: MIT Press,
Prezowrski, A., et al. (2003) ‘Political Regimes and Economic Growth,’ in Dahl, R., Shapiro, I.
and Cheibub, A. J. (eds.) The Democracy Sourcebook. Cambridge, Massachusetts: MIT Press,
Frances E O. (1985) ‘The Myth of State Intervention in the Family’, University of Michigan
Journal of Law Reform. 18 (4), pp. 835-64.
Jha, M. (2001) ‘Ramabai: Gender and Caste’, in Singh, M.P. and Roy, H. (eds.) Indian Politic
Thought: Themes and Thinkers, New Delhi: Pearson.

60